Assessing Student's Needs for Assistive Technology (ASNAT)

Chapter 7 – Assistive Technology for Positioning, Seating, and Mobility
Assistive Technology for Mobility
Classrooms are not static. Students need to move in, around or between them throughout the school day.
For students with mobility issues, moving around can add some additional challenges. Problems with
mobility tend to fall into two categories visual and/or motor problems. Key areas to look at are school
building accessibility, movements within the classroom, moving around a building, grounds and
community and safe transport to and from the school or school events.
School Accessibility
The Americans with Disabilities Act (ADA) has encouraged many schools to address accessibility.
Room numbers in Braille, ramps on the side walk, wheelchair friendly thresholds and elevators to reach
upper levels are now in place at many schools so that all children can participate in rooms that were
once not accessible to them. For more information on ADA access requirements go to their “web page”.
Movement in the classroom
Envision a typical classroom. How are the desks arranged? Where are the key materials located? How
many items are strewn on the floor? How wide is the space between desks? Are there clear pathways?
Would you be able to negotiate the room with your eyes shut or roll through it in a wheelchair without
getting hung up?
When a student with physical or visual issues arrives in the classroom it is critical to create an
environment that accommodates their movement issues. When the issue is physical, what kind of
equipment will the student be using to get around the room? They will need to move from desk to story
pit to teacher small group tables. Are there pathways to these key areas that are clear and large enough to
accommodate a walker or wheel chair as it goes past? Will they need to transfer to and from a desk? Do
they need rest breaks from the chair? Do they need varied seating for different school tasks? Is their
workspace high enough to allow the wheel chair to wheel underneath the table? Working with the
schools the OT or PT can help to address these issues.
For a student with a visual impairment, many of the same questions may be asked. The student may use
a cane to help them negotiate around the many potential obstacles in the classroom. Key tools like
reference materials, desks or the pencil sharpener may need to stay in the same location. Create
materials, signs, and labels in a larger font or in contrasting colors that make them easier to see and read.
They also may need to be in accessible formats such as audio or Braille. Students may need to be seated
within the classroom where glare from windows and lighting are not an issue while working on a
computer or retrieving information from a white board. Materials on the floor that may not be “seen”
and could trip the student. Working with the vision specialist can help address specific issues.
Moving around the building and/or community
Students with visual impairments will often work with an orientation and mobility (O and M) instructor
when they begin to travel around the building and out in the community. These instructors may be able
to offer some helpful tips to use. Students may be working with tactile or auditory maps or compasses as
they learn to find their way. Electronic location systems, like GPS, can also help a student pinpoint
where they are and locate a specific destination.
Efficiency of movement between locations, access to play ground equipment or some school locations
and fatigue are key factors for students with physical issues. Students may be fitted with orthotics or
Assessing Students’ Needs for Assistive Technology (2004) 188